Using TSA Data to Enhance Curriculum Planning

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Using TSA Data to Enhance Curriculum Planning

• English Language Education Section
• Curriculum Development Institute
• Education Bureau
• 22 November 2007

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• For details about the KS3 BC Descriptors, please
  visit
• http//cd1.edb.hkedcity.net/cd/eap_web/bca/index3.
  htm

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KS3 Listening Basic Competency Descriptors
(TSA Report 2007, p. 215)
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Item Description (Listening)
Poem (What a Day!)
Play (Credit Cards)
Conversation (Cowboys)
Speech
Speech
Speech
Poster, Chart (Charity Run)
Poster, Chart (Charity Run)
Poster, Chart (Charity Run)
Multiple choice, Short answer
Multiple choice
Multiple choice, Sequencing
Gap filling, Multiple choice
Gap filling, Multiple choice
Gap filling, Multiple choice
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General Comments (Listening)

• Identify the emotional intent of speakers from
  the tone

• Extract specific information
• Make simple inferences
• Comprehend the main ideas from verbal cues

• Integrate and combine information in listening
  and
• reading

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Suggestions for Enhancing Students Listening
Skills
9EL1, Part 1, Q.5 Q.6
Sound patterns Rhymes
Language Features
Tapescript What a Day! (By Dave Lee) My throat
hurts a lot My forehead is hot My shoulder is
stiff And so is my neck
Q.5 (29.5) In stanza 1, lot and hot are two
rhyming words. Listen to stanza 3 and find a
pair of rhyming words. ________ and ________
Q.6 (43.4) Listen to stanza 4 and find a pair
of rhyming words. ________ and ________
Lying in bed, feeling very sore I just cant
read anymore. Another day off, I should get
better And hopefully Ill feel much fitter
Still not well, the very next day Its a
horrible feeling, what more to say? One last tip
or little trick Stay healthy, Do what you can to
never get sick
I cant eat any food Cant even drink soup I
drink lots of water But it doesn't seem to help
How to help students develop their sensitivity to
sound patterns?

• Explicit teaching of sound patterns through

• phonics and exposure to a variety of text types
• listening to and reading aloud texts and target
  items

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Suggestions for Enhancing Students Listening
Skills
9EL1, Part 1, Q.4
Identify main ideas and infer feelings of the
speaker
Strategies
Tapescript What a Day! (By Dave Lee) My throat
hurts a lot My forehead is hot My shoulder is
stiff And so is my neck
Lying in bed, feeling very sore I just cant
read anymore. Another day off, I should get
better And hopefully Ill feel much fitter
What kind of day is the writer having? (60.5)
A. a hot day B. a lucky day C. a lazy
day D. a bad day
Still not well, the very next day Its a
horrible feeling, what more to say? One last tip
or little trick Stay healthy, Do what you can to
never get sick
I cant eat any food Cant even drink soup I
drink lots of water But it doesn't seem to help
What strategies do students need to develop?

• Using semantic and syntactic clues

• Recognising the tone of voice expressed by
  speakers

How to help students develop these strategies?

• Exposure to a variety of text types through
  listening

• Highlighting the strategies to students

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KS3 Reading Basic Competency Descriptors
(TSA Report 2007, p.216)
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Item Description (Reading)
Poem (A Busy Day)
Article (The Land Down Under)
Poem (A Busy Day)
Expository text (Treasure Island)
Expository text (Treasure Island)
Article (Community Weekly)
Film review (Dr. Chan Lam)
Film review (Dr. Chan Lam)
Article (Community Weekly)
Multiple choice, Short answer
Multiple choice, Short answer
Multiple choice
Multiple choice
Multiple choice
Multiple choice, Short answer
Multiple choice, Short answer
Multiple choice, Short answer
Multiple choice, Short answer
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General Comments (Reading)
Students with Minimally Acceptable Levels of
Basic Competence are able to

• Identify key words and deduce information
• Identify supporting details for main ideas
• Identify specific information

• Analyse and integrate relevant points from one
• or more than one text

• Identify rhyming words

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Suggestions for Enhancing Students Reading Skills
9ER1, Part 1, Q.6 9ER3, Part 1, Q.6
Working out the meaning of unknown words
Reading Strategies
Why does the writer use the word bliss (line
21) in the last stanza? He is _______________.
(59.7 60.0)
I am in a state of bliss Where gentle breezes
kiss my smiling face Away from time and the
school day Twinkling stars lead my way To lovely
dreams so far away.
A. angry B. excited C. happy D.
nervous
How to help students work out the meaning of
unfamiliar words?

• Using semantic clues to identify the appropriate
  meaning

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Suggestions for Enhancing Students Reading Skills
9ER1, Part 2, Q.7 9ER2, Part 2, Q.7
Using a dictionary to find out about meaning
Look at the word log in line 19. Now, look at
the dictionary entry for log below. Which
meaning represents the word in line 19? (44.5
45.0)
When pirates went on their journeys, their
ships captain kept a log. This helped them to
remember the places the ship had visited,
important things that happened, unusual weather
conditions and other information.
log n C 1. a piece of wood 2. a written
record of a trip 3. a tool to measure the
speed of a ship 4. a record of messages sent
or received
What are the dictionary skills students need to
develop?

• Recognising dictionary conventions
• Using semantic and syntactic clues to identify
  the appropriate meaning

How to help students develop their dictionary
skills?

• Explicit teaching of dictionary skills

• Providing opportunities for application

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Suggestions for Enhancing Students Reading Skills
9ER2, Part 1, Q.8
Making inferences
Reading Strategies
According to the passage, what is the difference
between Australian and Hong Kong seafood? (40.5)
Best loved by Hong Kong visitors is Australias
seafood. It is fresh, plentiful and, best of
all, is usually cheaper than in Hong Kong.
A. freshness B. quantity C.
quality D. price
How to help students establish links between
ideas?

• Using syntactic clues to locate relevant
  information
• Using knowledge of word association

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Suggestions for Enhancing Students Reading Skills
9ER2, Part 3A (37) 9ER3, Part 2, Q.8
Understanding different views and attitudes
Reading Strategies
What does the writer think about the concert?
(47.4 48.6)
Now, it is true that not everyone likes the music
played by Chandras group. However, many people
enjoy coming to the park to sing. In fact, since
most of the people are elderly, it is wonderful
entertainment for them every day of the week.
Unfortunately, due to a few complaints, the music
and singing must now stop. What do you think?
How to help students infer the writers views and
attitudes?

• Using semantic and syntactic clues

• words that indicate the authors negative
  feelings towards the complaints

• words that indicate the authors positive
  feelings towards the concert

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KS3 Writing Basic Competency Descriptors
(TSA Report 2007, p.217)
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Item Description (Writing)
Text Type Letter
Text Type Email
Text Type Letter
Task Convincing a student to stop smoking
Task Explaining the choice of pet and how to
look after it
Task Planning for weekend activities
Input Letter received, framework of the reply
Input Pictures, keywords
Input Pictures, ideas, framework of the letter
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General Comments (Writing)
Students with Minimally Acceptable Levels of
Basic Competence are able to

• Provide some relevant content
• Provide some details to support ideas

• Use familiar vocabulary
• Use simple language patterns despite some
• minor spelling and grammatical errors

• Use appropriate paragraphing
• Use simple connectives and sequencers within
• paragraphs

• Use some basic features

• correct format (letter/ email)
• salutation and closing appropriate to the
  context
• (letter/ email)

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9EW3, Student Work Sample (TSA Report 2007,
p.223)
Writing

• making use of some pictorial cues
• and key words

play games (badminton/football)
have a BBQ
take photos
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Writing
9EW3, Student Work Sample (TSA Report 2007,
p.223)
The student can provide relevant content and
develop ideas by

• describing relevant weekend activities

have a birthday party, play computer
games, watch films, play card games

• describing the activities and providing
• details in terms of who, where
• when

for Kitty, at my home, at 1130 a.m. at
Sha tin KCR station, at 1230

• giving reasons

because that day is her birthday, therefore we
will celebrate with her,
because we want to give her suprise

• giving examples

such as play badminton and football
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Suggestions for Enhancing Students Writing
Skills
9EW3, Student Work Sample (TSA Report 2007,
p.223)

• describing feelings

Para 1 We havent seen each other for a long
time. I really miss you!
Para 2 Im sure you wont feel bored.
Para 3 I guess she will be moved to tears.
Para 4 You will surely be happy to meet a lot of
old friends.
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Writing
9EW3, Student Work Sample (TSA Report 2007,
p.223)
The student can use familiar vocabulary by

• referring to the key words provided

have a BBQ, play badminton and
football, take photos

• expanding on familiar vocabulary

a birthday party
will celebrate, a birthday cake,
give her suprise, have enough time to
prepare the food
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9EW3, Student Work Sample (TSA Report 2007,
p.223)
Suggestions for Enhancing Students Writing
Skills

• using lexical substitution

• use of synonyms
• party - gathering, birthday - big day
• use of pronouns
• birthday party - it

• enhancing lexical richness

• use of adjectives
• use of adverbs
• expanding noun phrases

On Sunday, we will have a surprise birthday
party for our lovely good friend, Kitty to
spend an exciting weekend with friends. The
party will start at 1230 sharp.
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Writing
9EW3, Student Work Sample (TSA Report 2007,
p.223)
The student can use a range of language patterns
to

• present future plans

On Sunday, we will have a birthday party.
After eating the food, we will play computer
games, watch films and play card games.

• extend invitations

I hope you will join us.

• make suggestions

If you want to take photos, you can bring
your camera.
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9EW3, Student Work Sample (TSA Report 2007,
p.223)
Suggestions for Enhancing Students Writing
Skills
The student can improve the writing by

• using a greater range of tenses /
• language patterns to

• indicate various degrees of certainty
• about the future

The party starts (will start) at 1230.
we are going to buy (will buy) a birthday
cake
(therefore) we are celebrating (will
celebrate) with her.

• make suggestions

Lets meet (We will meet) at 1130 a.m.
Why dont you (I hope you have time to) join
us?
After eating (the food), what about (we will)
playing computer games, watching films and
playing card games?
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Writing
9EW3, Student Work Sample (TSA Report 2007,
p.223)
The student can organise ideas by

• using adequate paragraphing

• introduction (to state the purpose)
• two paragraphs (to present the activities)
• ending (to extend an invitation)

• presenting the activities
• chronologically

• On Saturday
• On Sunday

• using simple connectives and
• sequencers

if, because,therefore, so
then, after
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Suggestions for Enhancing Students Writing
Skills
9EW3, Student Work Sample (TSA Report 2007,
p.223)
Organisation
The student can improve the writing by

• providing coherent links across
• paragraphs

Para 2 On Saturday, we want to have a BBQ
Para 3 After some outdoor activities on
Saturday, we will have some indoor activities on
the next day. On Sunday
Para 4 Are you interested in the activities I
plan for this weekend? I hope
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9EW3, Student Work Sample (TSA Report 2007,
p.223)
Writing
The student can use salient features of an email
by

• applying the correct format

Dear Amy, (to begin the email) Best
wishes, Sandy (to end the email)

• adopting a friendly tone for a personal
• email

• beginning the email with a question
• Do you have any free time in the weekend?

• ending the letter with her first name
• Sandy

• use of pronouns
• I, we, you

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9EW3, Student Work Sample (TSA Report 2007,
p.223)
Suggestions for Enhancing Students Writing
Skills

• including more salient features
• such as

• contracted forms

We will - Well One
thing is missing - One things missing

• language patterns to enhance interactions

Lets play football together this
Saturday. Why dont we organise a party for
Kitty?
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General Suggestions for Enhancing Students
Writing Skills
Students can understand the task requirement
better by
highlighting key words in the questions.
You are planning to spend the weekend with your
friend. Write an e-mail about the activities you
would like to do with him/her. Using the
pictures below and/or your own ideas, write an
e-mail to your friend in about 150 words.
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General Suggestions for Enhancing Students
Writing Skills
using mind maps.
Students can organise their writing by
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General Suggestions for Enhancing Students
Writing Skills
Students can improve their own writing by using
a process approach.

• Focusing on a specific area

• Reflecting on their own weaknesses

• Evaluating their own work

• Revising/ editing their own work

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Thank You!